Abstract

The purposes of this research were: (1) to examine the components and indicators of teacher empowerment promoted by secondary school administrators in Educational Inspection Area 12; (2) to verify the goodness of fit of the structural relationship model of teacher empowerment with empirical data; and (3) to develop a teacher empowerment model for secondary school administrators in Educational Inspection Area 12. A mixed-methods research design was employed, consisting of three phases. Phase 1 involved an investigation of the components of teacher empowerment by reviewing academic literature and related research. Phase 2 focuses on validating the goodness of fit of the teacher empowerment model with empirical data collected via questionnaires. The sample comprised 520 participants, including school administrators and teachers from secondary schools. Phase 3 involved developing the teacher empowerment model using both quantitative and qualitative data, and evaluating its appropriateness, feasibility, and usefulness.

The findings revealed that: (1) the model consisted of five major components and twenty sub-components, all of which met the established criteria of appropriateness. The developed teacher empowerment model was grounded in the concepts of participatory management and decentralization, aiming to enhance teachers’ capacity to drive educational quality effectively. The results of the structural equation model analysis indicated that delegation of authority was the most influential component, followed by motivation enhancement, leadership development, the creation of a supportive climate, and teamwork. The implementation process of the model was driven by the PDCA quality cycle through five stages: (1) preparation and shared understanding, (2) system establishment, (3) development, (4) monitoring, and (5) evaluation and dissemination. The key conditions for success were administrators’ trust and a clear support system. These factors contributed to increased teacher organizational commitment, strengthened academic leadership, and the creation of innovative Active Learning instructional practices, which directly enhanced students’ academic achievement and desirable characteristics, leading to the sustainable success of schools. The evaluation results showed that the developed model demonstrated the highest levels of appropriateness, feasibility, and usefulness.

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